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Lista de candidatos sometidos a examen:
1) talk (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: talk


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : Hilleson, M. (1996). I want to talk with them, but I don't want them to hear: An introspective study of second langue anxiety in an English-medium school . In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 248-282). Cambridge: Cambridge University Press. [ [56]Links ]i

2
paper CO_ColombianAppliedLinguisticsJournaltxt29 - : [2] número8 [prev0.gif] [3]Literacy practices, texts, and talk around texts: english language teaching developments in Colombia [4] índice de autores [5]índice de materia [6]búsqueda de artículos [7]Home Page [8]lista alfabética de revistas

3
paper CO_ColombianAppliedLinguisticsJournaltxt21 - : In Europe as well as in Colombia there is the tendency to talk about multiculturalism and multilingualism, as mentioned by the Ministry of Education, but there are some discrepancies:

4
paper CO_ColombianAppliedLinguisticsJournaltxt43 - : It is irrefutable that United States with its world's largest economy, "its intellectual industries, scientific and military systems, mass media and publishing exert substantial control over dominant modes of representation and communication" (Luke & Luke, 2000). These dominant modes that Luke & Luke (2000) talk about are mainly discursive: in other words, they are mediated by language as a semiotic system^[28]1 . In current times, they are mediated by the English language. In fact, English has grown to the status of a global language in recent decades.

5
paper CO_ColombianAppliedLinguisticsJournaltxt34 - : Discourse analysis techniques can also be taken into consideration and fostered by recording students' language or talk in interactions in order to track power relations: for example who asserts, who asks questions, who responds, who gains, holds or gets the conversational floor dropped, the same with identification of participation patterns frequencies and type of participation in small groups . (Guzzeti,, Peyton, ,Gritsavage, Fyfe and Hardenbrook, 2002)

6
paper CO_ColombianAppliedLinguisticsJournaltxt289 - : 1. A. fine e: today I am going to talk about my favourite women e: Colombian women

7
paper CO_ColombianAppliedLinguisticsJournaltxt31 - : [2] número8 [3]Literacy practices, texts, and talk around texts: english language teaching developments in Colombia [4]Evaluating Students' Autonomous Learning Through Their Uses of a Self-access Centre [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

8
paper CO_ColombianAppliedLinguisticsJournaltxt258 - : Students talk about the consequences of FTA:

9
paper CO_ColombianAppliedLinguisticsJournaltxt258 - : Students talk about the learning strategies provided in the lessons:

10
paper CO_ColombianAppliedLinguisticsJournaltxt188 - : This triad showed again how personal decisions and choices, based on experiences and ideas, affect the processes of professional learning. Even though student 7 had some spaces to talk about language learning and the teaching process, and research in more holistic ways, the view of C-teacher 4 prevailed and he took up a stance that rendered him hopeless of a better relationship with teaching in public schools:

11
paper CO_ColombianAppliedLinguisticsJournaltxt161 - : According to the excerpt below, it is possible to observe that students were using the target language a lot; the observation format suggests this happens most of the times in science classes. They talked among themselves and to the teacher using the language they know. Something valuable about students' talking in English is that they use the vehicular language in both academic and communicative situations. They are able to express their feelings or needs, and they can also talk about an academic topic, such as an ecosystem:

12
paper CO_ColombianAppliedLinguisticsJournaltxt216 - : Deubelbeiss, D. (2010). The teenaged language learner. Retrieved November 16, 2014, from EFL 2.0 Teacher Talk: [37]http://ddeubel .edublogs.org/2010/08/02/theteenaged-language-learner/ [ [38]Links ]

13
paper CO_ColombianAppliedLinguisticsJournaltxt61 - : Wells, G. (1993) Text, talk and inquiry: Schooling as semiotic apprenticeship . Paper presented at the International Conference on Language and Content (Hong Kong, December 1993).ERIC Document 371618. [ [55]Links ]

14
paper CO_ColombianAppliedLinguisticsJournaltxt30 - : Literacy practices, texts, and talk around texts: english language teaching developments in Colombia

15
paper CO_ColombianAppliedLinguisticsJournaltxt14 - : Raphael, T., Brock, C., & Wallace, S. (1997). Encouraging quality peer talk with diverse students in mainstream classrooms: Learning from and with teachers . In J. Paratore & R. McCormack (Eds.), Peer talk in the classroom: Learning from research (pp. 177-206). Newark, DE: International Reading Association. [ [62]Links ]

16
paper CO_FormayFuncióntxt37 - : [2] número20 [3]MARÍA MERCEDES CARRANZA EN INGLÉS. PERSPECTIVAS DE UN TRADUCTOR [4]Acotaciones para una interdisciplina: análisis cultural del discurso: Quinn, N. (2005) (ed). Finding culture in talk: a collection of methods . En Culture, Mind and Society, Book Series of the Society for Psychological Anthropology. Macmillan: Palgrave [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

17
paper CO_FormayFuncióntxt38 - : Quinn, N. (2005) (ed). Finding culture in talk: a collection of

18
paper CO_FormayFuncióntxt38 - : La reciente aparición del libro Finding Culture in Talk: A Collection of Methods, motiva su presentación en español, por cuanto su contribución a los estudios del discurso nutre las grandes discusiones en torno a los métodos de investigación que se están desarrollando . El texto, cuyos planteamientos se han integrado en otros trabajos sobre análisis crítico del discurso (Pardo, 2005; Pardo, en prensa), gracias al generoso acceso dado por su editora Naomi Quinn al borrador, se convierte en una herramienta fundamental cuando de estudiar la cultura y el discurso en conjunto se trata.

19
paper CO_FormayFuncióntxt38 - : Todo escenario de exploración y construcción de conocimiento sobre el mundo y el ser humano tiene como puntos mínimos de anclaje una pregunta por el objeto de estudio y una por la forma como puede llegarse a conocer dicho objeto. Naomi Quinn (2005) en Finding Culture in Talk: A Collection of Methods compila un conjunto de artículos que, de una parte, proponen nuevas metodologías para la investigación de los modelos culturales y, de otra, ilustran acerca del estado del arte con respecto a los mismos . La pretensión final es responder a la pregunta por cómo encontrar la cultura en el discurso. Desde el objetivo central queda claro que el discurso se entiende como un recurso que, con el apoyo de ciertas técnicas de análisis, permite llegar a formular saberes y formas de comprender la cultura, delimitándose así una conceptualización de los análisis discursivos como metodología. Sin embargo, en los diversos apartados se ilustra, no sólo el papel de herramienta que cumplen las unidades discursivas

20
paper CO_FormayFuncióntxt38 - : Las contribuciones teóricas de Finding Culture in Talk: A Collection of Methods, proceden no sólo de los estudios específicos que propone, sino de la capacidad de integrarlos a principios teóricos que superan los aportes de la antropología cultural y cognitiva para anclarlos a la lingüística y al análisis del discurso en el marco de una teoría de la cultura . En esta perspectiva no se generaliza a través de casos particulares sino que las generalizaciones ocurren dentro del fenómeno mismo que se estudia. Los logros apuntan a dar cuenta de estructuras conceptuales que desentrañan lo expresado en el discurso y a proponer procedimientos analíticos capaces de rastrear lo sistemático, permanente e inherente a la acción humana, de suerte que desde el discurso se formula lo que dice éste sobre sí mismo y sobre su papel en la cultura.

21
paper CO_FormayFuncióntxt260 - : Used with verbs such as «jekawën» 'to speak', «eju» has value of reciprocity, with the verb changing the meaning to 'to talk, to dialogue' (example 7h):

22
paper CO_FormayFuncióntxt145 - : 24. If I have to: a) tell a story to a friend I would use IC; b) write a letter to a member of my family: IE; c) teach a class: IE; c) talk to my boss: IE ; c) write an article for university: IE; d) have a job interview: IE. (Entrevista 1.1, min. 34-35)

23
paper CO_FormayFuncióntxt145 - : 36. If I have to: a) tell the news to a friend I would use ie, because the news is given in Standard English, so automatically I would hear the news in Standard English so I relate the story in the same language that I heard it then; b) write a letter to a member of my family: ie, I don't write in English Creole unless it is something in my bb [teléfono Blackberry] but I think writing a letter is formal so I would write it in Standard English ; c) teach a class: IE; c) talk to my boss: IE ; c) write an article for university: IE; (d) have a job interview: IE. (Entrevista 5. min. 69-70)

24
paper CO_FormayFuncióntxt1 - : COX, B. E. (1994). “Young children´s regulatory talk: evidence of emergent metacognitive control over literacy products and processes” . En Theoretical models and processes of reading (4th ed, pp. 733-756) R. Ruddell, M. ruddell, & H. Singer 8eds, Newsrk, DE: International Reading Association. [ [60]Links ]

25
paper CO_Lenguajetxt174 - : As stated in section 3, the questions relating to which animals are spoken to were open questions and the answers to these questions were categorized into one of eleven categories and given a sociolinguistic proximity value. Question 24 asked the participant to describe how they talk to pets, being: ‘Describe how you speak to pets’^[59]^7 . There is a strong tendency to perform close linguistic relationships with pets. Most (70.5%) of the communication can be classified as showing greater sociolinguistic proximity than would be used with a common person and, of the different proximity classifications, the most common was that of baby-talk (value 9) with 45.1% of participants responding that they treat pets verbally as they would a human baby. The average sociolinguistic proximity value that was produced by the total of the people was 6.84 (SD = 2.23), indicating that people from Ibagué talk to pets with a level of closeness somewhere between friends and family.

26
paper CO_Íkalatxt217 - : ^[316]Alarcos Llorach (1958) and ^[317]Mondéjar Cumpián (1979) posited that what differentiates rosca 'doughnut' and roca 'rock' is not the open or closed vowel, but the alteration of the following consonant or ENT#091;hENT#093;, thus, ENT#091;'rohka/ 'rokkaENT#093; vs. ENT#091;'rokaENT#093;. ^[318]Alarcos Llorach (1958) asserted that in ENT#091;a+xENT#093;, ENT#091;e+xENT#093;, etc. x can be quantity, openness (quality), tone, etc. therefore, he does not talk about 10 different vowels in EAS, but about 2 subsystems: system /a/, /e/, /i/, /o/, /u/ and system ENT#091 ;A*ENT#093;, ENT#091;E*ENT#093;, ENT#091;I*ENT#093;, ENT#091;O*ENT#093;, ENT#091;U*ENT#093; (short and narrow vs. long and wide vowels). Thus, ^[319]Alarcos Llorach (1958) talked about system doubling, not vowel doubling. Furthermore, ^[320]Contreras Jurado (1975) considers the vowel system of EAS the same as Castilian Spanish, and ^[321]Cerdà Massó (1992) also defended the possibility of having 10 vowels split into two or more

27
paper CO_Íkalatxt93 - : Nevertheless, we took a closer look at this and noticed that the teacher did not activate academic participation among students such as group work or pair work. He only asked the students to participate in chats in order to talk about general things about the course: technical problems, feelings, evaluation, deadlines and so on . This is important but the call for interaction among students is a must. Collison, Elbaum, Haavind and Tinker (2000) argue that teachers have to use conversational techniques in order to deepen academic dialogues among students. Muirhead (2005) support that online teachers have to involve students in an interaction level that fosters the instruction for individuals and student groups.

28
paper CO_Íkalatxt101 - : As a verb in NP, say has retained its expressive value, functional significance and meaning and is quite dynamic and immutable as in 12. Say functions as the head of the predicate phrase in the matric clause. The noun in the subordinate clause is in identity with the noun in the matrix clause which it modifies. The noun in the subordinate clause is prenominalised overtly by that. The verb say, however, has talk and yarn as its near synonymies as we can see in 13:

29
paper corpusRLAtxt165 - : WHAT WE TALK ABOUT WHEN WHE TALK ABOUT ETHNOLINGUISTIC: THEORETICAL AND METHODOLOGICAL BASES FOR A WORK DONE WITH MAPUNZUNGUN

30
paper corpusSignostxt577 - : ^[57]Luzón, 2017), which recalls ^[58]Biber and Gray’s (2016) claim that there is an increasing ‘colloquialisation’ of written texts in digital media. Research also contends that the functional goals associated with the linguistic features of these texts are to construct a credible online identity, assert the researchers’ professionalism and create proximity with readers. Studies on spoken genres such as TED Talks also report the use of conversational features such as deictics, person pronouns (I/you) and inclusive we-pronouns to communicate expert knowledge while conveying “a certain degree of informality and colloquialism” (^[59]Caliendo, 2012: 101 ). It is also argued that TED Talk presenters use stance markers to express judgments and position themselves subjectively (^[60]Scotto di Carlo, 2014).

31
paper corpusSignostxt382 - : Whether in old or new democracies, the studies focusing on the use of humour in political discourse show that politicians resort to humour, puns and popular sayings in order to create a sense of affiliation with the audience. MPs talk the ordinary people’s language, ‘conversationalising’ a type of institutional talk, in order to attain their main goal: obtaining a high percentage in the national elections .

32
paper corpusSignostxt382 - : Archakis, A. & Tsakona, V. (2011). Informal talk in formal settings: Humorous narratives in Greek parliamentary debates . In V. Tsakona & D. Popa (Eds.), Studies in Political Humor: In between Political Critique and Public Entertainment (pp. 61-81). Amsterdam/Philadelphia: John Benjamins. [ [31]Links ]

33
paper corpusSignostxt195 - : a relaxed, open body position, moving around the classroom, and smiling at students. Verbal immediacy, on the other hand includes behaviors such as using personal examples, encouraging students to talk, discussing student topics, using humor, addressing students by name, having conversations outside of class, praising student work, soliciting viewpoints, and discussing issues unrelated to class (Gorham, 1988 ).

34
paper corpusSignostxt454 - : Arguello, J., Butler, B. S., Joyce, E., Kraut, R., Ling, K. S., Rosé, C. & Wang, X. (2006). Talk to me: Foundations for successful individual-group interactions in online communities . Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 959-968). New York: ACM Press. [ [125]Links ]

Evaluando al candidato talk:


4) discurso: 8 (*)
5) texts: 8 (*)
6) índice: 6
7) write: 6
9) learning: 5
10) collection: 5
11) análisis: 5
12) finding: 5
13) teaching: 5 (*)
14) proximity: 5
16) literacy: 4 (*)
20) luke: 4

talk
Lengua: eng
Frec: 824
Docs: 411
Nombre propio: 6 / 824 = 0%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 126
Puntaje: 4.661 = (4 + (1+6.06608919045777) / (1+9.68825030913318)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
talk
: The professor says to talk about the focal point of the topic; well, she [the professor] starts to get annoyed because she doesn't hear what she wants to hear. She always points at the person she wants to hear the answer from. (C.M. Ríos, Class observation #19, March 10th, 2014).^[35]3
: 1. There those Blacks! (...) For example, the people of the village up there, they say these people, those Black people, and what are we!? (LAUGH) That is, they talk about Black people but not including themselves, that's why I say it". (Karina, 2009)
: *Watanabe, Y. (2013). Profiling lexical features of teacher talk in CLIL courses: The case of a higher education EAP program in Japan. International CLIL Research Journal, 2(1), 4-18.
: 1. Bailey, C. J. N. ( 1971). Trying to talk in the new paradigm. Papers in Linguistics, 4, 493- 539.
: 10. Ely, Richard; Jean Berko Gleason y Allyssa McCabe. 1996. “Why didn’t you talk to your Mommy, honey?”: Parents’ and children’s talk about talk. Research on Language and Social Interaction 29. 7-25.
: 11. Ervin-Tripp, Susan M. 1986. activity types and the structure of talk in second language learning. En Joshua Fishman (ed.), The Fergusonian impact: papers in honor of the 65th birthday of C.a. Ferguson. berlin: Mouton de Gruyter.
: 12. MacWhinney, Brian. 2000. The CHILDES project: tools for analyzing talk, Hillsdate, NJ: Lawrence ErlbaumAssociates.
: 13. Goodwin, Marjorie Harness. 1990. He-said-she-said: Talk as social organization among Black children. Bloomington: Indiana University Press.
: 15. MacWhinney, Brian. 1995. The CHILDES project: Tools for analyzing talk. Hillsdale, NJ: Lawrence Erlbaum Associates.
: 18. Nelson, Katherine. 1973. Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development Vol. 38, 1-2. Chicago, IL: University of Chicago Press.
: 19. Golato, A. (2003). Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24, 90-121.
: 20. Miller, L. (2000). Negative assessments in Japanese-American workplace interaction. En H. Sp e n c e r - Oatey (Comp.), Cu l t u rally speaking. Managing rapport through talk across cultures (pp. 240-254). Londres: Continuum.
: 21. Long, M. (1981). Questions in foreigner talk discourse. Language Learning, 31, 135-157.
: 22. Golato, A. (2003). Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24, 90-121.
: 24. Spencer-Oatey, H. (2000). Culturally speaking. Managing rapport through talk across cultures. Londres: Continuum.
: 25. Spencer-Oatey, H. y Xing, J. (2000). A problematic Chinese business visit to Britain: Issues of face. En H. Spencer-Oatey (Comp.), Culturally speaking. Managing rapport through talk across cultures (pp. 272-288). Londres: Continuum.
: 28. Kasper, G. (2000). Data collection in pragmatics research. In H. Spencer-Oatey (Ed.), Culturally speaking: Managing rapport through talk across cultures (pp. 316-369). London, England: Continuum.
: 28. Slobin, Dan y Aura Bocaz. 1988. Learning to talk about the movement time and space: The development of narrative abilities in Spanish and English. Lenguas Modernas 15. 5-24.
: 3. Balcárcel, G. (2003). Teacher talk at three Colombian higher education institutions. Profile. Issues in Teachers'Professional Development, 4, 9-17.
: 36. Spencer-Oatey, Helen (ed.). 2000. Culturally speaking. Managing rapport through talk across cultures. London-New York: Continuum.
: 4. Ely, R. (1997) Everything including talk. Why you hafta listen. En Journal of Narrative and Life History. Vol 7, Nº 1-4 (pp. 351 – 357).
: 4. Goffman, Ervin. 1981. Forms of talk. Philadelphia: University of Philadelphia Press.
: 47. Placencia, M.E. and Marcera Rueda, A. (2011b). Vaya que chungo: Rapport building talk in service encounters: The case of bars in Seville at breakfast time. In Spanish at Work Analyzing Institutional Discourse Across the Spanish Speaking World, 192-207.
: 5. Goffman, Irving. 1981. Forms of talk. Oxford: Blackwell.
: 56. Turnbull, W. (2001). An appraisal of pragmatic elicitation techniques for the social psychological study of talk: The case of request refusals. Pragmatics, 11(1). 31-61.
: 63. Valencia, S. (2006). Literacy practices, texts, and talk around texts: English language teaching developments in Colombia. Colombian Applied Linguistics Journal, 8, 7-37.
: 7. Hayes, F. (1993). The Printers Talk Back. Byte. 18, 13, 103-110.
: 72. Valencia, S. (2006). Literacy practices, texts, and talk around texts: English Language teaching developments in Colombia. Colombian Applied Linguistics Journal, 8, 7-37.
: 8. Günther, S. (2000). Argumentation and resulting problems in the negotiation of rapport in a German-Chinese conversation. En H. Spencer-Oatey (Comp.), Culturally speaking. Managing rapport through talk across cultures (pp. 217-239). Londres: Continuum.
: 83. Spencer-Oatey, H. (2000). Introduction: Language, culture and rapport management. In Spencer-Oa-tey, H. (Ed.), Culturally Speaking: Managing Rapport through Talk Across Cultures (pp. 1-10). London: Continuum.
: 9. MacWhinney, Brian. 1994. The CHILDES Project: Tools for analyzing talk. Hillsdale: Lawrence Erlbaum Associates.
: 9.Goffman, Erving. 1981. Form of talk. Philadelphia: University of Pennsilvania.
: Albalat-Mascarell, A. & Carrió-Pastor, M. L. (2019). Self-representation in political campaign talk: A functional metadiscourse approach to self-mentions in televised presidential debates. Journal of Pragmatics, 147, 86-99.
: Antinucci, Francesco y Miller, Ruth. (1976). How children talk about what happened. Journal of Child Language. 3(2), pp. 167-189.
: As Placencia and Mancera Rueda (2011b) note, the use of non-transactional talk is common in service encounter interactions, and often has the effect of making the service a pleasant and even entertaining encounter, as the present example illustrates.
: Asmuss, B., & Svennevig, J. (2009). Meeting Talk An Introduction. Journal of Business Communication 46(1), 3-22. DOI: 10.1177/0021943608326761
: Atkinson, P. (1995). Medical Talk and Medical Work. Londres: Sage.
: Atkinson, P. (2004). The discursive construction of competence and responsibility in medical collegial talk. Communication & Medicine, 1(1), 13-23.
: Aukrust, Vibeke Grøver. 2004. Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US, Journal of Child Language, 31,1: 177-201.
: Baker, C. (2000). Locating culture in action: Membership categorisation in texts and talk. En A. Lee & C. Poynton (Eds.), Culture and Text: Discourse and Methodology in Social Research and Cultural Studies (pp. 99-113). St Leonards, NSW: Allen & Unwin.
: Bardovi-Harlig, K. & Hartford, B. (eds.) (2005). Interlanguage pragmatics: Exploring institutional talk. New Jersey: Lawrence Erlbaum.
: Barnes, D. (1990). Oral language and learning. In S. Hynds & D.L. Rubin (Eds.), Perspectives on talk and learning (pp. 41-54).
: Barnes, D. (1993). Supporting exploratory talk for learning. In K.M. Pierce & C.J. Gilles (Eds.), Cycles of Meaning: Exploring the potential of talk in learning communities Portsmouth, NH: Heinemann, (pp. 17-34).
: Bednarek, M. (2008). Emotion Talk Across Corpora. New York: Palgrave Macmillan .
: Bednarek, Monika. (2006). Epistemological positioning and evidentiality in English news discourse: A text-driven approach. Text & Talk, 26(6), 635-660.
: Blum-Kulka, S. (1997). Dinner talk: Cultural patterns of sociability and socialization in family discourse. Mahwah, NJ: Erlbaum.
: Boden, Deirdre. (1994). The business of talk. Organizations in action. Londres, Inglaterra: Polity Press.
: Bondi, M. (2017). What came to be called: Evaluative what and authorial voice in the discourse of history. Text & Talk, 37, 25-46.
: Bowerman, M. (1982). Starting to talk worse: Clues to language acquisition from children's late speech errors, in S. Strauss & R. Stavy (Eds.), U-shaped behavioral growth. (pp. 101-146) Nueva York, USA: Academic Press.
: Brock, C. (1997). Exploring the use of book club with second language learners in mainstream classrooms. In S. McMahon & T. Raphael (Eds.), The book club connection: Literacy learning and classroom talk (pp. 141-158). New York: Teachers College Press.
: Brulhart, M. (1986). Foreigner Talk in the ESL classroom: Interactional Adjustments to Adult Students at Two Language Proficiency Levels. Recuperado de [34]http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/992/811
: Bruner, J. (1983). Child’s Talk. Learning to Use Language. Nueva York: W.W. Norton.
: Bruner, J. (1985). Child's talk: Learning to use Language. Child Language Teaching and Therapy, 1(1), 111-114.
: Bull, P. & Fetzer, A. (2006). Who are we and who are you? The strategic use of forms of address in political interviews. Text & Talk, 26(1), 3-37.
: Cameron, D. (1997) Performing gender identity: Young men's talk and the construction of heterosexual masculinity. In S. Johnston & U. Meinhof (eds.). Language and Masculinity (pp. 47-64). Oxford: Blackwell.
: Carter, P. M. (2014). National narratives, institutional ideologies, and local talk: The discursive production of Spanish in a “new” US Latino community. Language in Society, 43(2). 209-240. Doi: 10.1017/S0047404514000049.
: Carter, R. (2004). Language and Creativity. The Art of Common Talk. London: Routledge.
: Charteris-Black, J. & Seale, C. (2009). Men and emotion talk: Evidence from the experience of illness. Gender & Language, 3(1), 81-113.
: Chilton, P. & Schèaffner, C. (Eds.) (2002). Politics as text and talk: Analytic approaches to political discourse. Amsterdam and Philadelphia: John Benjamins.
: Clift, R. (2007). Getting there first: non-narrative reported speech in interaction. En E. Holt & R. Clift (Eds.), Reporting Talk: Reported Speech in Interaction (pp. 120-149). Cambridge: Cambridge University Press.
: Clifton, J. (2017). Taking the (heroic) leader out of leadership. The in situ practice of distributed leadership in decision-making talk. En C. Ilie & S. Schnurr (Eds.), Challenging leadership stereotypes through discourse (pp. 45-68). New York, NY: Springer.
: Coates, J. (1996). Women Talk: Conversation Between Women Friends. Oxford: Blackwell.
: Coates, J. (2003). Men talk: Stories in the making of masculinities. Oxford: Blackwell.
: Coates, J. (2003). The role of epistemic modality in women’s talk. In R. Facchinetti, M. Krug & F. Palmer (Eds.), Modality in contemporary English (pp. 331-348). Berlin: Mouton de Gruyter.
: Coffin, C. (2002). The voices of history: Theorizing the interpersonal semantics of historical discourses. Text & Talk, 22(4), 503-528. [156]http://dx.doi.org/doi:10.1515/text.2002.020
: Coupland, J. (Ed.). (2000). Small talk. Harlow: Longman.
: Cox & Gallois. (2006). Constructing constrast between self and others in talk - in- interaction. British Journal of Social Psychology, 39 (3) 381-398.
: Cullen, R. (2002). Supportive teacher talk the importance of the F-move. ELT Journal. N° 56(2), pp. 179-187.
: Davis, B. y Lindblom, B. (2001). Phonetic variability in baby talk and development of vowel categories. En: Emerging Cognitive Abilities in Early Infancy.. Eds., Francisco Lacerda, Claes von Hofsten y Mikael Heimann. (pp. 59-71) Mahwah, NJ: Lawrence Erlbaum,
: Dehaene, S. (2009). Signatures of consciousness - a talk by Stanislas Dehaene. Edge in Paris. Entrevista concedida a Edge Foundation, Inc. Recuperado de [83]http://www.edge.org/3rd_culture/dehaene09/dehaene09_index.html.
: Dessalles, J. L. (2007). Why we talk. The evolutionary origins of language. Nueva York: Oxford University Press.
: Dessalles, J.-L. (2007). Why We Talk. The Evolutionary Origins of Language (Trad. J. Grieve). Oxford University Press. (Obra original publicada en 2000 bajo el título de Aux origines du language. Hermès Science Publications).
: Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students' experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619-634.
: Dos Santos, M. (1996). The Textual Organization of Research Paper Abstracts in Applied Linguistics. Text & Talk, 16(4), 481-499.
: Drew, P. & Heritage J. (Ed.). (1992). Talk at work. Cambridge: Cambridge University Press.
: Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R. R. Day (Ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 147-181). Rowley MA: Newbury House.
: Edwards, A., & Westgate, D. (1994). Investigating classroom talk. London, Falmer Press.
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